Medical Student University of California, San Francisco, School of Medicine Oakland, California, United States
Background: Climate change is a leading global threat to children’s health, and the American Academy of Pediatrics (AAP) recommends that pediatricians “protect children, families, and communities from the worst potential effects of climate change” including providing anticipatory guidance and advocating for sustainable policies. However, little is known about pediatrician’s perception of their role or how they might fulfill their role. A better understanding could inform climate health-related interventions and training. Objective: 1) To explore pediatrician perceptions of their role in addressing climate change and pediatric health and 2) to elucidate barriers and facilitators to fulfilling their perceived role. Design/Methods: We are conducting qualitative semi-structured interviews with AAP Members-at-Large. Our sampling goals are geographic diversity (rural, suburban, and urban) and different levels of exposure to climate change and health. The interview guide uses the COM-B (Capability, Opportunity, Motivation for Behavior Change) framework. We are in data collection and anticipate 15-20 respondents to achieve thematic redundancy. Our analytic approach is thematic analysis, reviewing transcripts iteratively, deductively (identifying COM-B themes) and inductively (identifying additional themes). Data collection will continue through November 2023. Analysis and write-up will be complete February 2024. University of California, San Francisco IRB approved the study (# 23-38837). Preliminary findings: Initial interviews (N=7) suggest that respondents: 1) already engage in patient counseling about the effects of climate change (air quality, heat, etc.) but may not name climate change; 2) strongly support climate change counseling during patient visits and climate change advocacy; 3) perceived barriers: lack of time during clinical visits, lack of funding/financial incentives, and lack of trusted educational sources; 4) perceived facilitators: community involvement, available patient education materials, and engagement with medical trainees.
